What Uncouples Students' Goals from Students' Outcomes in Introductory Biology Courses?

Autor/in	Moore, Randy
Titel	What Uncouples Students' Goals from Students' Outcomes in Introductory Biology Courses?
Quelle	In: Science Education Review, 5 (2006) 1, S.16 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-6120
Schlagwörter	Biology; Science Instruction; Introductory Courses; Outcomes of Education; Science Teachers; Student Attitudes; Academic Achievement; Student Motivation; Predictor Variables; Grades (Scholastic); College Students; Student Surveys; Minnesota + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Lernleistung; Schulerfolg; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Schulleistung; Schulische Motivation; Prädiktor; Notenspiegel; Collegestudent; Schülerbefragung
Abstract	On the first day of classes, most students in introductory biology courses (a) believe that their effort is the most accurate predictor of their academic success, and (b) are confident that they will work hard and earn high grades. Despite their optimism, many students do not follow through on their expectations, and their grades drop accordingly. When asked about their academic behaviors, many students provide misleading answers. A lack of academic motivation is what often uncouples most students' academic goals from their academic outcomes in introductory biology. These results are discussed relative to how biology teachers can help students succeed in introductory biology courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01